Skip to main content
Top
Gepubliceerd in: Journal of Autism and Developmental Disorders 5/2017

25-02-2017 | Original Paper

Speech Acts During Friends’ and Non-friends’ Spontaneous Conversations in Preschool Dyads with High-Functioning Autism Spectrum Disorder versus Typical Development

Auteurs: Nirit Bauminger-Zviely, Adi Golan-Itshaky, Gila Tubul-Lavy

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 5/2017

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

In this study, we videotaped two 10-min. free-play interactions and coded speech acts (SAs) in peer talk of 51 preschoolers (21 ASD, 30 typical), interacting with friend versus non-friend partners. Groups were matched for maternal education, IQ (verbal/nonverbal), and CA. We compared SAs by group (ASD/typical), by partner’s friendship status (friend/non-friend), and by partner’s disability status. Main results yielded a higher amount and diversity of SAs in the typical than the ASD group (mainly in assertive acts, organizational devices, object-dubbing, and pretend-play); yet, those categories, among others, showed better performance with friends versus non-friends. Overall, a more nuanced perception of the pragmatic deficit in ASD should be adopted, highlighting friendship as an important context for children’s development of SAs.
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Literatuur
go back to reference Adams, C. (2002). Practitioner review: The assessment of language pragmatics. Journal of Child Psychology and Psychiatry, 43, 973–987.CrossRefPubMed Adams, C. (2002). Practitioner review: The assessment of language pragmatics. Journal of Child Psychology and Psychiatry, 43, 973–987.CrossRefPubMed
go back to reference Adams, C., Green, J., Gilchrist, A., & Cox, A. (2002). Conversational behaviour of children with Asperger syndrome and conduct disorder. Journal of Child Psychology and Psychiatry, 43, 679–690.CrossRefPubMed Adams, C., Green, J., Gilchrist, A., & Cox, A. (2002). Conversational behaviour of children with Asperger syndrome and conduct disorder. Journal of Child Psychology and Psychiatry, 43, 679–690.CrossRefPubMed
go back to reference American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders, fourth edition: DSM-IV-TR. Washington, DC: Author. American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders, fourth edition: DSM-IV-TR. Washington, DC: Author.
go back to reference American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders: Text revision (5th edn.). Washington, DC: Author.CrossRef American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders: Text revision (5th edn.). Washington, DC: Author.CrossRef
go back to reference Bauminger, N., Solomon, N., Aviezer, A., Heung, K., Brown, J., & Rogers, S. J. (2008). Friendship in high-functioning children with autism spectrum disorder: Mixed and non-mixed dyads. Journal of Autism and Developmental Disorders, 38, 1211–1229.CrossRefPubMed Bauminger, N., Solomon, N., Aviezer, A., Heung, K., Brown, J., & Rogers, S. J. (2008). Friendship in high-functioning children with autism spectrum disorder: Mixed and non-mixed dyads. Journal of Autism and Developmental Disorders, 38, 1211–1229.CrossRefPubMed
go back to reference Bauminger-Zviely, N., & Agam-Ben-Artzi, G. (2014). Young friendship in HFASD and typical development: friend versus non- friend comparisons. Journal of Autism Development Disorder, 44, 1733–1748.CrossRef Bauminger-Zviely, N., & Agam-Ben-Artzi, G. (2014). Young friendship in HFASD and typical development: friend versus non- friend comparisons. Journal of Autism Development Disorder, 44, 1733–1748.CrossRef
go back to reference Bauminger-Zviely, N., Karin, E., Kimhi, Y., & Agam-Ben-Artzi, G. (2014). Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development. Journal of Child Psychology and Psychiatry, 55, 363–373.CrossRefPubMed Bauminger-Zviely, N., Karin, E., Kimhi, Y., & Agam-Ben-Artzi, G. (2014). Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development. Journal of Child Psychology and Psychiatry, 55, 363–373.CrossRefPubMed
go back to reference Bone, D., Lee, C., Chaspari, T., Black, M. P., Williams, M. E., Lee, S., Levitt, P., & Narayanan, S. (2013). Acoustic-prosodic, turn-taking, and language cues in child-psychologist interactions for varying social demand. INTERSPEECH, 2400–2404. Bone, D., Lee, C., Chaspari, T., Black, M. P., Williams, M. E., Lee, S., Levitt, P., & Narayanan, S. (2013). Acoustic-prosodic, turn-taking, and language cues in child-psychologist interactions for varying social demand. INTERSPEECH, 2400–2404.
go back to reference Brachfeld-Child, S., & Schiavo, R. S. (1990). Interactions of preschool and kindergarten friends and acquaintances. Journal of Genetic Psychology: Research and Theory on Human Development, 151(1), 45–58.CrossRef Brachfeld-Child, S., & Schiavo, R. S. (1990). Interactions of preschool and kindergarten friends and acquaintances. Journal of Genetic Psychology: Research and Theory on Human Development, 151(1), 45–58.CrossRef
go back to reference Capps, L., Kehres, J., & Sigman, M. (1998). Conversational abilities among children with autism and children with developmental delays. Autism: The International Journal of Research and Practice, 2, 325–344.CrossRef Capps, L., Kehres, J., & Sigman, M. (1998). Conversational abilities among children with autism and children with developmental delays. Autism: The International Journal of Research and Practice, 2, 325–344.CrossRef
go back to reference Dore, J. (1979). Conversational acts and the acquisition of language. In E. Ochs & B. B. Schieffelin (Eds.), Developmental pragmatics (pp. 339–361). New York: Academic Press. Dore, J. (1979). Conversational acts and the acquisition of language. In E. Ochs & B. B. Schieffelin (Eds.), Developmental pragmatics (pp. 339–361). New York: Academic Press.
go back to reference Dore, J. (1986). The development of conversational competence. In R. L. Schiefelbusch (Ed.), Language competence assessment and intervention (pp. 3–60). San Diego: University of Kansas College Hill Press. Dore, J. (1986). The development of conversational competence. In R. L. Schiefelbusch (Ed.), Language competence assessment and intervention (pp. 3–60). San Diego: University of Kansas College Hill Press.
go back to reference Dunn, J., & Cutting, A. L. (1999). Understanding others, and individual differences in friendship interactions in young children. Social Development, 8(2), 201–219.CrossRef Dunn, J., & Cutting, A. L. (1999). Understanding others, and individual differences in friendship interactions in young children. Social Development, 8(2), 201–219.CrossRef
go back to reference Dunn, J., Cutting, A. L., & Fisher, N. (2002). Old friends, new friends: Predictors of children’s perspectives on their friends at school. Child Development, 73, 621–636.CrossRefPubMed Dunn, J., Cutting, A. L., & Fisher, N. (2002). Old friends, new friends: Predictors of children’s perspectives on their friends at school. Child Development, 73, 621–636.CrossRefPubMed
go back to reference Eigsti, I. M., De Marchena, A. B., Schuh, J. M., & Kelley, E. (2011). Language acquisition in autism spectrum disorder: a developmental review. Research in Autism Spectrum Disorders, 5, 681–691.CrossRef Eigsti, I. M., De Marchena, A. B., Schuh, J. M., & Kelley, E. (2011). Language acquisition in autism spectrum disorder: a developmental review. Research in Autism Spectrum Disorders, 5, 681–691.CrossRef
go back to reference Hermelin, B., & O’Connor, N. (1985). The logico-affective disorder in autism. In E. Schopler & G. B. Mesibov (Eds.), Communication problems in autism (pp.<background-color:#96C864;> </background-color:#96C864;>283–310). New York: Plenum Press.CrossRef Hermelin, B., & O’Connor, N. (1985). The logico-affective disorder in autism. In E. Schopler & G. B. Mesibov (Eds.), Communication problems in autism (pp.<background-color:#96C864;> </background-color:#96C864;>283–310). New York: Plenum Press.CrossRef
go back to reference Howes, C. (1996). The earliest friendships. In W. M. Bukowski, A. F. Newcomb & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 66–86). Cambridge: Cambridge University Press. Howes, C. (1996). The earliest friendships. In W. M. Bukowski, A. F. Newcomb & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 66–86). Cambridge: Cambridge University Press.
go back to reference Jarrold, C. (2003). A review of research into pretend play in autism. Autism: The International Journal of Research and Practice, 7(4), 379–390.CrossRef Jarrold, C. (2003). A review of research into pretend play in autism. Autism: The International Journal of Research and Practice, 7(4), 379–390.CrossRef
go back to reference Jones, C. D., & Schwartz, I. S. (2009). When asking questions is not enough: An observational study of social communication differences in high functioning children with autism. Journal of Autism and Developmental Disorders, 39, 432–443.CrossRefPubMed Jones, C. D., & Schwartz, I. S. (2009). When asking questions is not enough: An observational study of social communication differences in high functioning children with autism. Journal of Autism and Developmental Disorders, 39, 432–443.CrossRefPubMed
go back to reference Jordan, R. (2003). Social play and autistic spectrum disorders: A perspective on theory, implications and educational approaches. Autism: The International Journal of Research and Practice, 7, 347–360.CrossRef Jordan, R. (2003). Social play and autistic spectrum disorders: A perspective on theory, implications and educational approaches. Autism: The International Journal of Research and Practice, 7, 347–360.CrossRef
go back to reference Kasari, C., Locke, J., Gulsrud, A., & Rotheram-Fuller, E. (2011). Social networks and friendships at school: Comparing children with and without ASD. Journal of Autism and Developmental Disorders, 41(5), 533–544.CrossRefPubMed Kasari, C., Locke, J., Gulsrud, A., & Rotheram-Fuller, E. (2011). Social networks and friendships at school: Comparing children with and without ASD. Journal of Autism and Developmental Disorders, 41(5), 533–544.CrossRefPubMed
go back to reference Kasari, C., & Ya-Chin, C. (2013). Play development in children with autism spectrum disorders: Skills, object play, and intervention. In F. R. Volkmar, S. J. Rogers, R. Paul, &amp & K. A. Pelphery (Eds.), Handbook of autism and developmental disorders, 4th edition (pp. 230–262). Hoboken, NJ: Wiley. Kasari, C., & Ya-Chin, C. (2013). Play development in children with autism spectrum disorders: Skills, object play, and intervention. In F. R. Volkmar, S. J. Rogers, R. Paul, &amp & K. A. Pelphery (Eds.), Handbook of autism and developmental disorders, 4th edition (pp. 230–262). Hoboken, NJ: Wiley.
go back to reference Kissine, M., Cano-Chervel, J., Carlier, S., De Brabanter, P., Ducenne, L., Pairon, M.C., Deconinck, N., Delvenne, V., & Leybaert, J. (2015). Children with autism understand indirect speech acts: Evidence from a semi-structured act-out task. PLoS ONE, 10(11), Article e0142191. Kissine, M., Cano-Chervel, J., Carlier, S., De Brabanter, P., Ducenne, L., Pairon, M.C., Deconinck, N., Delvenne, V., & Leybaert, J. (2015). Children with autism understand indirect speech acts: Evidence from a semi-structured act-out task. PLoS ONE, 10(11), Article e0142191.
go back to reference Kjellmer, L., Hedvall, Å., Fernell, E., Gillberg, C., & Norrelgen, F. (2012). Language and communication skills in preschool children with autism spectrum disorders: Contribution of cognition, severity of autism symptoms, and adaptive functioning to the variability. Research in Developmental Disabilities, 33, 172–180.CrossRefPubMed Kjellmer, L., Hedvall, Å., Fernell, E., Gillberg, C., & Norrelgen, F. (2012). Language and communication skills in preschool children with autism spectrum disorders: Contribution of cognition, severity of autism symptoms, and adaptive functioning to the variability. Research in Developmental Disabilities, 33, 172–180.CrossRefPubMed
go back to reference Leekam, S. R., Prior, M. R., & Uljarevic, M. (2011). Restricted and repetitive behaviors in autism spectrum disorders: A review of research in the last decade. Psychological Bulletin, 137, 562–593.CrossRefPubMed Leekam, S. R., Prior, M. R., & Uljarevic, M. (2011). Restricted and repetitive behaviors in autism spectrum disorders: A review of research in the last decade. Psychological Bulletin, 137, 562–593.CrossRefPubMed
go back to reference Lord, C., & Magill-Evans, J. (1995). Peer interactions of autistic children and adolescents. Development and Psychopathology, 7(4), 611–626.CrossRef Lord, C., & Magill-Evans, J. (1995). Peer interactions of autistic children and adolescents. Development and Psychopathology, 7(4), 611–626.CrossRef
go back to reference Miller-Wetherby, A., & Prutting, C. A. (1984). Profiles of communicative and cognitive-social abilities in autistic children. Journal of Speech and Hearing Research, 27, 364–377.CrossRef Miller-Wetherby, A., & Prutting, C. A. (1984). Profiles of communicative and cognitive-social abilities in autistic children. Journal of Speech and Hearing Research, 27, 364–377.CrossRef
go back to reference Mullen, E. M. (1995). Mullen scales of early learning. Los Angeles: Western Psychological Service. Mullen, E. M. (1995). Mullen scales of early learning. Los Angeles: Western Psychological Service.
go back to reference Newcomb, A. F., & Bagwell, C. L. (1995). Children’s friendship relations: A meta analytic review. Psychological Bulletin, 117(2), 306–347.CrossRef Newcomb, A. F., & Bagwell, C. L. (1995). Children’s friendship relations: A meta analytic review. Psychological Bulletin, 117(2), 306–347.CrossRef
go back to reference Paparella, T., Goods, K. S., Freeman, S., & Kasari, C. (2011). The emergence of joint attention and requesting skills in young children with autism. Journal of Communication Disorders, 44, 569–583.CrossRefPubMed Paparella, T., Goods, K. S., Freeman, S., & Kasari, C. (2011). The emergence of joint attention and requesting skills in young children with autism. Journal of Communication Disorders, 44, 569–583.CrossRefPubMed
go back to reference Pennebaker, J. W., Francis, M. E., & Booth, R. J. (2001). Linguistic inquiry and word count: LIWC 2001. Mahwah, NJ: Erlbaum. Pennebaker, J. W., Francis, M. E., & Booth, R. J. (2001). Linguistic inquiry and word count: LIWC 2001. Mahwah, NJ: Erlbaum.
go back to reference Plumet, M. H., & Veneziano, E. (2015). Typical and atypical pragmatic functioning of ASD children and their partners: A study of oppositional episodes in everyday interactions. Journal of Autism and Developmental Disorders, 45(1), 53–67.CrossRefPubMed Plumet, M. H., & Veneziano, E. (2015). Typical and atypical pragmatic functioning of ASD children and their partners: A study of oppositional episodes in everyday interactions. Journal of Autism and Developmental Disorders, 45(1), 53–67.CrossRefPubMed
go back to reference Rutter, M., Le Couteur, A., & Lord, C. (2003). The autism diagnostic interview—Revised (ADI-R) manual. Los Angeles: Western Psychological Services. Rutter, M., Le Couteur, A., & Lord, C. (2003). The autism diagnostic interview—Revised (ADI-R) manual. Los Angeles: Western Psychological Services.
go back to reference Ryckebusch, C., & Marcos, H. (2004). Speech acts, social context and parent toddler play between the ages of 1:5 and 2:3. Journal of Pragmatics, 36, 883–897.CrossRef Ryckebusch, C., & Marcos, H. (2004). Speech acts, social context and parent toddler play between the ages of 1:5 and 2:3. Journal of Pragmatics, 36, 883–897.CrossRef
go back to reference Sigman, M., & Ruskin, E. (1999). Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64(1), v-114.CrossRef Sigman, M., & Ruskin, E. (1999). Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64(1), v-114.CrossRef
go back to reference Snow, C. E., Pan, B. A., Imbens-Bailey, A., & Herman, J. (1996). Learning how to say what one means: A longitudinal study of children’s speech act use. Social Development, 5, 56–84. Snow, C. E., Pan, B. A., Imbens-Bailey, A., & Herman, J. (1996). Learning how to say what one means: A longitudinal study of children’s speech act use. Social Development, 5, 56–84.
go back to reference Stefanatos, G. A., & Baron, I. S. (2011). The ontogenesis of language impairment in autism: A neuropsychological perspective. Neuropsychology Review, 21, 252–270.CrossRefPubMed Stefanatos, G. A., & Baron, I. S. (2011). The ontogenesis of language impairment in autism: A neuropsychological perspective. Neuropsychology Review, 21, 252–270.CrossRefPubMed
go back to reference Stone, W. L., & Caro-Martinez, L. M. (1990). Naturalistic observations of spontaneous communication in autistic children. Journal of Autism and Developmental Disorders, 20(4), 437–453.CrossRefPubMed Stone, W. L., & Caro-Martinez, L. M. (1990). Naturalistic observations of spontaneous communication in autistic children. Journal of Autism and Developmental Disorders, 20(4), 437–453.CrossRefPubMed
go back to reference Ziatas, K., Durkin, K., & Pratt, C. (2003). Differences in assertive speech acts produced by children with autism, Asperger syndrome, specific language impairment, and normal development. Development and Psychopathology, 15, 73–94.CrossRefPubMed Ziatas, K., Durkin, K., & Pratt, C. (2003). Differences in assertive speech acts produced by children with autism, Asperger syndrome, specific language impairment, and normal development. Development and Psychopathology, 15, 73–94.CrossRefPubMed
Metagegevens
Titel
Speech Acts During Friends’ and Non-friends’ Spontaneous Conversations in Preschool Dyads with High-Functioning Autism Spectrum Disorder versus Typical Development
Auteurs
Nirit Bauminger-Zviely
Adi Golan-Itshaky
Gila Tubul-Lavy
Publicatiedatum
25-02-2017
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 5/2017
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-017-3064-x

Andere artikelen Uitgave 5/2017

Journal of Autism and Developmental Disorders 5/2017 Naar de uitgave